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Category : Education Technology

RESOURCE: Flipped Classroom 2.0: Competency Learning With Videos

e flipped classroom model generated a lot of excitement initially, but more recently some educators — even those who were initial advocates — have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching

ABSTRACT: Learning culture and feedback: an international study of medical athletes and musicians

OBJECTIVES: Feedback should facilitate learning, but within medical education it often fails to deliver on its promise. To better understand why feedback is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: (i) distinguish the elements of the response to feedback

ABSTRACT: Adaptive and perceptual learning technologies in medical education and training

Recent advances in the learning sciences offer remarkable potential to improve medical education and maximize the benefits of emerging medical technologies. This article describes 2 major innovation areas in the learning sciences that apply to simulation and other aspects of medical learning: Perceptual learning (PL) and adaptive learning technologies. PL

MANUSCRIPT: Effect of a web-based curriculum on primary care practice: basic skin cancer triage trial.

BACKGROUND AND OBJECTIVES:Primary care physicians PCPs are uniquely positioned to detect melanoma. Effective educational interventions targeted at PCPs may improve early melanoma detection. A previous in-person Basic Skin Cancer Triage BSCT 2-hour course demonstrated significant short-term improvement in provider practices, attitudes, ability, confidence, and knowledge. We conducted a randomized trial

RESOURCE: More Progressive Ways to Measure Deeper Level of Learning

In addition to making it clear to students what learning goals will be covered and required of them through the rubric or performance framework, students need constructive feedback in order to improve. But feedback isn’t always appropriate; there are times when it’s very effective and other times when it can

ArcheMedX and the University of Virginia School of Medicine Announce Collaboration And Launch First Education Series In Fetal Cardiology

Today at the American College of Cardiology’s 63rd Annual Scientific Session and Expo, the University of Virginia School of Medicine and ArcheMedX are unveiling an innovative online program designed to improve detection, diagnosis, and management strategies in Fetal Cardiology Washington, DC (PRWEB) March 29, 2014 The Office of Continuing Medical Education at the

MANUSCRIPT: Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting.

Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such techniques over

ABSTRACT: Using patients’ experiences in e-learning design

BACKGROUND: Design of the undergraduate and postgraduate medical curriculum is traditionally the task of medical professionals and educationalists, with regulating bodies approving curriculum content. Although this should ensure a thorough approach to a medical model of the curriculum, it may overlook the importance of the patient's perspective in medical education. The

ABSTRACT: Simulation training results in improved knowledge about intubation policies and procedures.

SESSION TITLE: Critical Care Posters IISESSION TYPE: Poster PresentationsPRESENTED ON: Saturday, March 22, 2014 at 01:15 PM - 02:15 PMPURPOSE: Simulation in medical education enables learners to practice necessary skills in an environment that allows for errors and professional growth without risking patients' safety. The purpose of this study was to